Posted below is a review/point form version of the chapter. It is here to help refresh your memory, or to ponder some ideas about the reading.
Carr-Chellman, A. (2010). Instructional design for teachers: Improving classroom practice: Chapter 7
Definition:
-The standards movement most succinctly defined is primarily a political effort to ensure accountability in the classroom by specifying very clear learning goals and outcomes.-P1
-Standards-based classrooms live with mandated standards that each child must meet in order to be considered on grade level.
-What students should know and be able to do.
Pros (Standards-Based Classroom):
-communities determining what standards would be in their schools-P2
-disciplines negotiating what would be required of learners at different levels
-process of identifying and setting standards helps clarify the goals and expectations for the educational program
-teachers can focus and organize their curriculum and instruction to help all students meet standards
-standards can give a great deal of clarity to the process
-standards can help identify the needed resources
-standards can hold everyone accountable for specific outcomes
-“what gets made into a standard gets done”
-promotes order that allows us to focus on other issues-P3
-comforting to think we can improve our schools by setting explicit standards for what we want our youth to know and be
-standards are an important political movement that has taken hold in classrooms all over public schools in America
Cons (Standards-Based Classroom):
-falls out of step with the student-oriented innovations of constructivism, user-design, and inquiry-based learning
-motivated much more politically than through research on what is thought to be the best for learning and learners.
-standards and accountability are a very politically popular movement
-laudable, but perhaps not altogether friendly to motivating learning
-“it’s more of a stick than a carrot”
-because the ‘literacy hour’ describes what is to be taught, prescribes the means and rigidly allocates the time, the literacy hour arguably restricts teachers’ work more than any previous initiative.
-standards and the tests that come with them will disempower teachers and local communities-P3
-control teachers, usurp the power of local school districts to chart their own course
Components of a Standards-Based Classroom:
-Carefully prescribed content
-Specific thresholds established for proficient performance at all grade levels
-State mandated and approved tests
-Expectations are closely linked to performance
-All students must be individually checked on all expectations
-Starts with the standards for the curriculum base
-Does not specify very much in terms of sequence, activities, or media
-Outcomes are determined, the means to get there are left open
Assumptions for the example given (utilizing ID4T with Standards-based classroom):
-Standards are set-P4
-tests are ready
-outcomes have been explicitly detailed in texts for the teacher
-the sequence and the means for accomplishing these standards haven’t yet been set
Set Learning Goals and Objectives:
-The standards usually explicate a goal and objectives
-You may be able to extrapolate the goal and/or objectives from the assessments (given).
Create Authentic Testing:
-It is probable that your tests are already set to meet the standards.
-tend not to be authentic or performance based (not sure what that means?)
-we should measure performance, which is in clear agreement with the concept that we should align learning and testing-P5
-not multiple choice tests. Students should be expected to demonstrate that they can apply what they have learned.
-educators, need to supplement the tests if they are inauthentic or misaligned with the real learning goals and objectives
Assess Student Characteristics and Entry Level Behaviors
-gaps in their past learning or skills
-care be taken to assure prerequisites are in place in a standards-based classroom
-when standards are being used it is imperative that care be taken to assure that prerequisite skills have been attained and are firmly in place
-pre-tests and surveys are better than more informal methods that may work in traditional, constructivist, or user-design situations
Analyse and Select Available Texts
-texts are likely to have already been assigned and pre-determined
-analysis of supplemental texts should follow the same guidelines and heuristics as in the traditional ID4T model
Create and Specify Learning Activities and Media
-carefully consider your learning activities and media for novelty, relevance, effectiveness, efficiency, and so forth, in much the same way as you would in the traditional model-P6
Plan for Implementation
-administrative support is among the most critical issues associated with implementation
-it will be imperative that care be taken with parent communication and administrative support if you are deviating from the provided standards plan in any way
Trying Out the Instruction, Evaluating and Revising It
-try out the instruction prior to full group implementation
-trying it out with a similar group of learners will have significant benefit and will likely be worth the extra time required in this case
-formal formative evaluation is preferred if at all possible with surveys, test item analysis, and interview/group discussions
Carr-Chellman, A. (2010). Instructional design for teachers: Improving classroom practice: Chapter 7
Definition:
-The standards movement most succinctly defined is primarily a political effort to ensure accountability in the classroom by specifying very clear learning goals and outcomes.-P1
-Standards-based classrooms live with mandated standards that each child must meet in order to be considered on grade level.
-What students should know and be able to do.
Pros (Standards-Based Classroom):
-communities determining what standards would be in their schools-P2
-disciplines negotiating what would be required of learners at different levels
-process of identifying and setting standards helps clarify the goals and expectations for the educational program
-teachers can focus and organize their curriculum and instruction to help all students meet standards
-standards can give a great deal of clarity to the process
-standards can help identify the needed resources
-standards can hold everyone accountable for specific outcomes
-“what gets made into a standard gets done”
-promotes order that allows us to focus on other issues-P3
-comforting to think we can improve our schools by setting explicit standards for what we want our youth to know and be
-standards are an important political movement that has taken hold in classrooms all over public schools in America
Cons (Standards-Based Classroom):
-falls out of step with the student-oriented innovations of constructivism, user-design, and inquiry-based learning
-motivated much more politically than through research on what is thought to be the best for learning and learners.
-standards and accountability are a very politically popular movement
-laudable, but perhaps not altogether friendly to motivating learning
-“it’s more of a stick than a carrot”
-because the ‘literacy hour’ describes what is to be taught, prescribes the means and rigidly allocates the time, the literacy hour arguably restricts teachers’ work more than any previous initiative.
-standards and the tests that come with them will disempower teachers and local communities-P3
-control teachers, usurp the power of local school districts to chart their own course
Components of a Standards-Based Classroom:
-Carefully prescribed content
-Specific thresholds established for proficient performance at all grade levels
-State mandated and approved tests
-Expectations are closely linked to performance
-All students must be individually checked on all expectations
-Starts with the standards for the curriculum base
-Does not specify very much in terms of sequence, activities, or media
-Outcomes are determined, the means to get there are left open
Assumptions for the example given (utilizing ID4T with Standards-based classroom):
-Standards are set-P4
-tests are ready
-outcomes have been explicitly detailed in texts for the teacher
-the sequence and the means for accomplishing these standards haven’t yet been set
Set Learning Goals and Objectives:
-The standards usually explicate a goal and objectives
-You may be able to extrapolate the goal and/or objectives from the assessments (given).
Create Authentic Testing:
-It is probable that your tests are already set to meet the standards.
-tend not to be authentic or performance based (not sure what that means?)
-we should measure performance, which is in clear agreement with the concept that we should align learning and testing-P5
-not multiple choice tests. Students should be expected to demonstrate that they can apply what they have learned.
-educators, need to supplement the tests if they are inauthentic or misaligned with the real learning goals and objectives
Assess Student Characteristics and Entry Level Behaviors
-gaps in their past learning or skills
-care be taken to assure prerequisites are in place in a standards-based classroom
-when standards are being used it is imperative that care be taken to assure that prerequisite skills have been attained and are firmly in place
-pre-tests and surveys are better than more informal methods that may work in traditional, constructivist, or user-design situations
Analyse and Select Available Texts
-texts are likely to have already been assigned and pre-determined
-analysis of supplemental texts should follow the same guidelines and heuristics as in the traditional ID4T model
Create and Specify Learning Activities and Media
-carefully consider your learning activities and media for novelty, relevance, effectiveness, efficiency, and so forth, in much the same way as you would in the traditional model-P6
Plan for Implementation
-administrative support is among the most critical issues associated with implementation
-it will be imperative that care be taken with parent communication and administrative support if you are deviating from the provided standards plan in any way
Trying Out the Instruction, Evaluating and Revising It
-try out the instruction prior to full group implementation
-trying it out with a similar group of learners will have significant benefit and will likely be worth the extra time required in this case
-formal formative evaluation is preferred if at all possible with surveys, test item analysis, and interview/group discussions